Ethno-cultural Competence Research Articles

METHODOLOGY OF FORMATION OF ETHNOCULTURAL COMPETENCE IN STUDENTS OF PEDAGOGICAL HIGHER EDUCATION

The increasing globalization and multicultural interactions in contemporary society necessitate the integration of ethnocultural competence in the education system, particularly within pedagogical higher education. This paper explores the methodologies and strategies for forming ethnocultural competence among students in pedagogical institutions. By examining the theoretical foundations, practical implementations, and challenges associated with this educational objective, the study aims to provide a comprehensive framework for educators and policymakers.

FORMATION OF ETHNOCULTURAL COMPETENCE IN THE SYSTEM OF HIGHER PEDAGOGICAL EDUCATION

The article examines the formation of ethnocultural competence of an individual in system of professional training, the content of ethnoculture, its main functions, components are analyzed ethnocultural competence, the types of its formation, the levels of its formation are determined personalities, the main methods, forms, means of implementation in the pedagogical process are outlined system of professional training. The main aim of this article is to іdentify and characterize a number of theoretical problems of ethnocultural education, introduce it to its practical experience. To achieve the goal, theoretical analysis of scientific works, synthesis, comparison and generalization of approaches to the definition of theoretical aspects of modern pedagogical technologies and their application in the work of teachers of vocational education institutions during the formation of ethnocultural competence of the individual were used. The article publishes definitions and structural models of ethnoculture and ethnocultural education. The formation of ethnocultural competence of an individual is considered using the example of a pedagogical experiment. Methods and conditions for the formation of ethnocultural competence are identified, its types and levels are considered. Ethnocultural competence can be private (associated with the comprehension of one of the areas of ethnoculture), complex (aimed at mastering several areas) and holistic (covering all areas of ethnoculture and the comparable cultures of different peoples). As a result of research, it has been established that an individual can possess competencies at different levels (low, medium, high), demonstrate them in skills, methods of activity, and behavior patterns in a monoethnic and multiethnic environment.

Ethnic aspects in educational design: Integrating the arts into the preparation of future teachers to promote the development of ethnocultural harmony in education

Relevance. The relevance of the problem under study is conditioned by the growing ethnocultural diversity of modern societies and the need to form harmonious interethnic relations. Purpose. The work aims to develop and test pedagogical design on the use of art opportunities in training future teachers for the development of their ethnocultural competence. Methodology. The study employed theoretical methods (structural-functional analysis, induction), empirical methods (pedagogical experiment, questionnaire, mathematical statistics), and methodological approaches (systemic, reductionist). Results. The research determined principles for selecting the content of art and aesthetic disciplines: multiculturalism, interdisciplinary and dialogicality. The effectiveness of the methodology was confirmed during a formative pedagogical experiment, showing a significant increase in the ethnocultural competence of students in the experimental group compared to the control group. Conclusions. Key pedagogical conditions for successfully implementing the developed methodology include close interdisciplinary integration of art history courses and the inclusion of ethnocultural content in art disciplines. This integration helps form systemic ideas about the artistic diversity of Kazakhstan's people and fosters a valuable attitude towards the cultural heritage of all ethnic groups. The practical significance lies in using the developed pedagogical design to prepare teachers for working in a multicultural environment. Keywords: interethnic tolerance; author�s elective course; multicultural education; multicultural educational environment

CRITERIA, INDICATORS, AND LEVELS USED TO DEVELOP THE ETHNIC CULTURAL COMPETENCE IN THE PRESERVICE VOCAL TEACHERS IN THE PROFESSIONAL TRAINING

The concepts of «criterion», «indicator» and «levels» have been characterized in the article. The criteria, indicators and levels used to develop the ethno-cultural competence of the preservice music teachers and music art teachers have been identified and described. Analyzing works, that tackle the issue of developing ethnocultural competence the author’s components, criteria, indicators, and levels that could be used to research the ways for developing ethnocultural competence in the preservice vocal teachers have been developed. The components that make up the structure of a preservice vocal teacher’s ethnocultural competence are called a motivation and value component, cognitive component, operational component, and reflective component. Criteria and indicators that measure the level of ethnocultural competence have been singled out. In terms of the motivation and value criterion, the interest in culture and music art representative of different ethnic groups and teaching ethno-cultural values concentrated in music art are identified as indicators. Regarding the ethno-cognitive criterion, the level of knowledge and outcomes related to the preservice vocal teacher’s ethno-cultural subject matter and knowledge of methodological specifics in the ethno-cultural environment are indicators. The ability to perform ethno-cultural pieces of musical art and to apply ethno-cultural knowledge in the professional activity in the conditions of an ethno-cultural environment are distinguished as the indicators for an operational criterion. The reflective criterion is evaluated through the individual’s ability to reflect (self-esteem) and personal traits including tolerance, empathy, and inter-ethnic communication culture. Three levels that differentiate the ethno-cultural competence have been distinguished including constructive (high) level, characterized by creative personal motivation for professional activity, willingness to learn ethno-cultural values concentrated in musical regional folklore and national vocal art,; reproductive (average) level that indicate the ability to acquire and apply ethno-cultural knowledge, skills and abilities as a conscious operational attitude towards the assimilation of ethno-cultural values; and elementary (low) that illustrate the presence of elementary skills to learn the specified values, outlined in the context of the typical program requirements for vocal training.

ETHNO-CULTURAL COMPONENT DEVELOPMENT OF THE ACTIVITIES OF SPECIALISTS IN HUMANITARIAN SPECIALTIES IN THE PROCESS OF EDUCATIONAL PRACTICES

The authors investigate the development of the ethno-cultural component of the activities of specialists in humanitarian specialties in the process of educational practices. In modern conditions of multi-ethnic interaction in society, the acquisition of an ethno-cultural component in the process of educational practices is an important condition for training specialists in humanitarian specialties. In the conditions of war, when many teachers went abroad, and in the conditions of expansion of international cooperation, when foreign partners helped Ukraine to fight against the aggressor, ethno-cultural competence helped to establish new productive forms of partnership interaction and business relations. The ethno-cultural component of the activities of a humanitarian specialist with people of other nationalities contributes to a better understanding of their cultural needs and the development of the ability to interact and cooperate with them. It is important for a humanitarian teacher not only to master the language, culture, worldview, and psychological characteristics of other peoples, not only to adopt other people's experiences but also to spread his own based on his own Ukrainian identity. The formation of the ethno-cultural component of activity will allow specialists in humanitarian specialties to reveal the peculiarities of the worldview, behavior, and activities of representatives of other peoples determined by their traditional culture. The ethno-cultural component of the activities of a specialist in humanitarian specialties will enable him to effectively influence and prevent negative manifestations of the ethnic culture of young people. The ethno-cultural component of the activities of humanitarian specialists is a crucial component of professional activities with foreign partners and migrants.
 The article proves that the development of the ethno-cultural component of the activity of specialists in humanitarian specialties in the process of educational practices is a necessary element of their further professional activity. It is significant to develop practical skills related to the psychology of different ethnic groups, ethnic cultures, and religions of the world, intercultural communication, national consciousness, ethnic tolerance, identity, and national state-building during the educational practices of specialists in humanitarian specialties. 
 To ensure the high-quality training of specialists in humanitarian specialties and their acquisition of the necessary ethno-cultural component in their future activities, the authors suggest the introduction of various educational practices, as well as the educational disciplines «Modern Regional Cultural Practice» and «Folk Artistic Culture» into the educational programs of training specialists in humanitarian specialties.
 The possibilities of technologies for the organization of ethno-cultural practice are considered (in particular: ethnographic expeditions to the places of compact residence of various ethnic groups and the collection of ethnographic material; independent work on the planning of ethno-cultural work in educational and cultural institutions; preparation of reports at mini-conferences; conducting research and ethnographic work; scientific circle) and practical technologies of ethno-cultural activity (in particular: participation of future specialists in humanitarian specialties in folklore groups; involvement in scientific activities, participation in contests and defenses of scientific works; familiarization with methods of recording folklore, regional household traditions, rituals; participation in ethno collectives and folklore ensembles; involvement to ethno-evenings and folklore events; independent research and ethnographic activities; researching the peculiarities of Ukrainian embroidery in one’s region; recording legends and beliefs about work; gathering a collection of ancient household and household items; studying little-known labor customs and rites of a particular ethnic group; systematization of folk humorous creativity, etc.).

FEATURES OF FUTURE TEACHER’S ETHNOCULTURAL COMPETENCE FORMATION IN THE CONDITIONS OF MARTIAL LAW

The article highlights some aspects of students’ ethnocultural competence formation at higherpedagogical education institutions during the war in Ukraine. In particular, it is emphasized that mastering fundamentaleducational components such as the Ukrainian Language, History of Ukrainian Statehood and National Culture, Historyof Pedagogy, and Ethnopedagogy is the foundation of future teachers’ ability to navigate freely in the world of culturalvalues of their ethnic group, understand the language of the ethnoculture and create, using this language. It is stated thatthe future teacher’s ethnocultural competence strengthening is facilitated by the receipt of non-formal art education athigher pedagogical education institutions in permanent artistic and creative groups with national orientation andtemporary student associations. Emphasis is placed on the fact that future teachers’ non-formal artistic and educationalactivities in such groups contribute to their mentality development, ethnic morality formation, ethnic identitymaintenance, ethnocultural competence enrichment, etc. It is pointed out that the value of non-formal education inartistic and creative groups is especially relevant in martial law. It is primarily due to the rise of the national spirit, theintroduction of a much larger number of works of art with national content, as well as the possibility of involving innerinternally displaced persons from the temporarily occupied territories, namely students of other universities,preschoolers, and primary school children who found shelter in the universities situated on the unoccupied territory ofUkraine. The article gives examples of non-formal artistic and creative groups and temporary associations activities atPoltava V. G. Korolenko National Pedagogical University. It has had a positive impact on future teachers’ ethnoculturalcompetence formation during the war.

SOCIO-POLITICAL, PSYCHOLOGICAL AND PEDAGOGICAL CONDITIONS FOR THE FORMATION OF FOREIGN-LANGUAGE ETHNO-CULTURAL COMPETENCE OF HIGH SCHOOL STUDENTS

The article presents important factors that determine the importance of the formation of foreign-language ethno-cultural competence in high school. The modern legislative framework is presented. The main directions of patriotic education of high school students reflected in state documents are analysed. The author considers the psychological and pedagogical features of adolescence, which make it possible to effectively build the process of forming patriotic qualities and ethno-cultural skills of students. It is concluded that it is possible and necessary for young people to acquire the peculiarities of their own culture by means of a foreign language in order to form a civic identity, strengthen traditional Russian spiritual and moral values, and confront Russophobia in the world.

Формування етнокультурних компетентностей керівників закладів загальної середньої освіти

Формування етнокультурних компетентностей керівників закладів загальної середньої освіти

ТРЕНИНГ КАК СРЕДСТВО РАЗВИТИЯ ЭТНИЧЕСКОЙ ИДЕНТИЧНОСТИ ЛИЧНОСТИСТУДЕНТОВ ПЕДАГОГИЧЕСКИХ ВУЗОВ

The article presents the findings of the research of the peculiarities of ethnic identity development, its structure and types in the context of multi-ethnic environment of higher education institution. The authors reviewed the phenomenon of ethnic identity in psychological and pedagogical literature and uncovered the features of the formation of ethnic identity in the process of socialization. The formation of a normal ethnic identity is considered as an important stage on the way to global tolerance. In the course of analytical work, the authors concluded that careful attention should be paid to the search for effective means of developing the ethnic identity of the individual. The training program for the development of ethnic identity of future teachers has been developed and tested. The choice of students of pedagogical university as the target audience is conditioned by the fact that in their future professional activities they are assigned the role of transmitters of ethno-cultural competence and tolerance to the younger generation of Kazakhstanis. The training tasks were aimed at participants' awareness of existing ethnic stereotypes and their influence on intolerant communication; during the training, situations of tolerant interaction were modelled. The research findings can be used during the practical activities of teachers-psychologists in providing psychological and pedagogical assistance on the development of ethnic identity, individual tolerance.

Педагогічні умови формування етнокультурної компетентності здобувачів початкової освіти

The article defines and characterizes a set of pedagogical conditions for the formation of ethnocultural competence of primary school students. The methodological essence of the concept of "pedagogical conditions" and the state of development of the issue in the scientific and methodological literature are analyzed and revealed. The choice and ways of implementation of pedagogical conditions of formation of ethnocultural competence of primary education pupils in institutions of general secondary education are substantiated. The pedagogical conditions include the creation of a special ethnocultural educational center (zone) in the classroom; introduction of elective courses in the educational process of primary school; use of non-traditional methods in teaching Ukrainian studies courses; use of electronic educational resources during Ukrainian studies classes; intensification of extracurricular ethnocultural activities of junior schoolchildren. The first pedagogical condition involves the creation of a special ethnocultural environment in the classroom, which will help younger students understand the importance, necessity and need to learn ethnocultural values and form an interest in learning and adopting the ethnocultural experience of Ukrainians. The second pedagogical condition in our study is introduction into the educational process of primary school elective course in Ukrainian studies "I love Ukraine" (M. Chabayovskaya, etc.), which aims to ensure the formation of each student's worldview, beliefs, ideals, interests, morals, volitional traits, skills and habits of motivational and personal ethnocultural behavior, a holistic personality – a citizen of Ukraine. The third pedagogical condition for the formation of ethnocultural competence of primary school students is the use, along with traditional non-traditional principles and methods of teaching in Ukrainian studies courses. The fourth pedagogical condition is the use of visualization (electronic educational resources) in the course of Ukrainian studies, which is related to the psychological characteristics of primary school students in terms of perception and assimilation of the educational material.

Methods of developing ethnocultural competence by teaching Abai's English translations

The article focuses on effective methods of developing students’ ethnocultural competence in highereducation through the comparative study of Abai’s works translated into English with the authentic.The research aims to identify methods for the effective development of ethnocultural competence,based on the study of foreign language translations in comparison with the original.The major factor in the development of ethnocultural competence of university students as a theoretical significance is the justification of the content, methods and pedagogical conditions by substantiating the use of Abai’s translated poems as a tool of national culture.Ethnocultural competence combines the ability and readiness to act harmoniously on the basis ofexperience, accumulated in specially organized forms of education and upbringing in the course of liferelations. For the development of ethnocultural competence through a comparative study of translations,the intercultural method, the contrast method, the method of exercises and open tasks, the method ofconversation, discussion, and finally, to summarize the topics covered the cinquain method were used.The value of the research is the selection of effective methods of interaction in the development ofethnocultural competence of university students, studying Abai’s translations.The practical significance of the work lies in the factof offering a system of methods for the development of ethnocultural competence of university teachers and future professionals.Key words: Abay’s translations, ethnocultural competence, authentic, development, teachingmethods.

Functions of socio-cultural competence in teaching fictional literature

This article is devoted to the essence of the category "socio-cultural ", as one of the types of professional competence. It was determined on the basis of systematization of research on the general theory of professional competence and various approaches to socio-cultural activities and competence. In pedagogical science, there is quite a big difficulty in defining the essence of the concept of "socio-cultural competence", since it is closely interrelated with such categories as "intercultural competence", "ethno-cultural competence", "cultural competence", etc. However, in any case, common to each of these scientific categories is the second part, which correlates with the concept of "culture".

Development of the forms of educational and research activities in school education for the formation of students’ ethnocultural competence

Issues of organization of educational and research activities in the conditions of modern school education draw attention of contemporary researchers. One of the methodological issues is the organization of educational and research activities of schoolchildren in the study of extant “echoes” of traditional folklore holidays and modern spoken folklore genres. The article describes the sequence of organizing work on the study of folklore and algorithms for collecting, processing, and storing texts of spoken folklore in the school curriculum. In addition, the paper introduces the idea of a “native land corner” as a form of extracurricular (local history) activities at school. The study provides the methodology of the organization of the Corner, its rubrics, and topics. The authors consider the peculiarities of the study of local history study of the Small Motherland as part of the Fatherland to a global scale (the native microcosm – the region – Russia – the world).

Conditions influencing conservation of students’ ethno-cultural competency in the polyethnic environment of the university

The article discusses the aim of polyethnic education to form students' sensitivity to cultural differences.The aim of the study is to identify, define and justify the pedagogical possibilities of ethno-cultural education of students in a multiethnic educational environment. As a consequence of understanding cultural differences, the student must first understand their own culture, and only then other cultures. The peculiarity of the tested course is that the conditions are considered not only localization, as the preservation of an ethnos, but also the geographical environment from which the formation of an ethnos began, as a direct condition for the emergence of an ethnos and culture.  Because the climate affects the style of clothing and housing, modes of transport. Geographical conditions also affect the weapons of work and life; climate affects customs and rituals. Language plays an important role in the formation of each culture, a common language supports the cohesion of an ethnic group. Culture, customs and historical memory are mediated in the language. Within the framework of historical culture, ethnic self-cognition and historical memory are formed. Every culture strives to preserve its world through a system of traditions. And thus, the specificity and diversity of ethnic cultures of students are determined by a variety of factors. It is established that the dynamics of intercultural contact will depend on the quality of relationships (communication) between representatives of different cultures. The research uses methods of analysis of scientific literature, experimental work. A curriculum for the development of ethno-cultural competence of students was developed, which was tested at the Gumilyov Eurasian National University and Toraighyrov University. 159 students took part in the experiment Keywords: ethnos, ethnic culture, ethnic self-awareness, ethnic identification, identity, student.

Experience in the application of ethnopedagogics in the subjects of the Russian Federation

The problem and the goal. Today there is extensive experience in the field of ethnopedagogy in the multinational space of Russia, but there are no studies studying this experience, tracking the reasons for the insufficiency of its wide application. This problem is caused by the weakening of the influence of traditions on the upbringing and education of children, the distortion of the deep psychological meaning of ethno-pedagogical methods and methods of education, the erosion of folk ways. The purpose of this article is to describe the process and results of studying the experience and the role of ethnopedagogy in the system of Russian general education. Research methods. 994 people, 25 teachers of preschool education, 969 primary school teachers from the subjects of the Russian Federation took part in the survey: Vologda, Kurgan, Moscow regions, Republics: Bashkortostan, Buryatia, Dagestan, Sakha (Yakutia), North Ossetia –Alania, Tatarstan, Chechen and Chuvash. Results. Teachers understand that knowledge of the traditions of their people will contribute to the development of intercultural dialogue (99.09%); they believe that knowledge of ethnic culture, cultural activities should be included in the educational program of primary education (63.88%), they realize the importance of intercultural dialogue in the educational process (30.48%). Difficulties were caused by the question of the basic values of the culture of his people. Holidays are named among ethnocultural national traditions (74.95%). Respondents (96.28%) like to participate in events related to traditional culture. 99.3% of teachers consider it important to broadcast folk traditions. The most frequently used ethnopedagogical means are: works of oral folk art (94.54%), musical folklore (58.15%), the inclusion of children in work (41.05%), folk outdoor games (54.23%). Ethnopedagogical means are constantly used – 17.71%, often – 41.95%, "from time to time" – 35.01%, rarely – 5.03%, never – 0.3%. 544 teachers (54.73%) reported the presence of national clothes. 15.09% are very well oriented in the ethnoculture of the region, 43.56% are generally good, 39.74% "sometimes have difficulties", 1.61% are not oriented at all. Conclusion. The reasons for the insufficient use of ethnopedagogical means, according to teachers: the lack of an appropriate system of professional development, insufficient time. Activities that contribute to the development of ethno-cultural competence: master classes, ethnographic quests, educational tourism, historical reconstructions, interaction with cultural institutions, professional skill contests, pedagogical projects and self-education. In the future, it is advisable to conduct a comparative analysis of the experience of Russian regions in the field of ethnopedagogy, to identify the most promising regions in this regard for the dissemination of their experience.

TO THE PROBLEM OF POLYCULTURAL EDUCATION AT THE UNIVERSITY

The article is devoted to the study of the problem of multicultural education, where not all aspects have received the necessary degree of scientific substantiation, which is reflected in the terminological and conceptual apparatus. Studying the history of the issue allows us to speak about the relevance and complexity of the stated problem. The authors of the article cited six main positions that reveal the complexity of the question posed by scientists from different countries. The results of the study and the questioning of respondents demonstrated the relevance of the formation of special knowledge in the framework of multicultural education, which is necessary for conducting professional activities, taking into account the peculiarities of the socio-cultural situation. Students are required to know the modern problems of multicultural education, the history of the emergence and formation of the ideas of multicultural education. Comparison and generalization methods allowed the authors of this article to determine the range of problems of modern multicultural education as a means of developing ethnocultural and professional competence. The results of the survey of respondents on the definition of tasks and the content of multicultural education are given. On the basis of these results, formed through sociological surveys, directions and conceptual provisions of the ideas of multicultural education are proposed. The practical significance of the study is aimed at the formation of the sum of competencies for the implementation of professional activities in a multicultural environment.

The concept of student ethnocultural competence

The article presents the results of the study on the definition of the concept of "ethno-cultural competence". To define and analyze this complex definition, derivative definitions of "ethnoculture", "culture", "competence", "ethnocultural competence" in the philosophical, pedagogical, psychological aspects have been analyzed. Analyzing and summarizing the above concepts, it is noted that ethnocultural competence manifests itself in a certain manner of behaviour in relation to the native culture or culture in the habitats of any ethnic group, helps individuals to be adequate, adapted and harmonious both for themselves and for representatives of a particular society. The results of the study showed that the concept of "ethno-cultural competence" and its derivative concepts have different definitions and are focused on determining the place of a person in the system of social coordinates and are aimed at accepting the main pattern of interethnic interaction in various aspects of human interaction. The main components accumulating the determination of ethnocultural competence of students include: adaptability to intercultural interaction, tolerance, awareness of the peculiarities of ethnocultural relations in a particular territory or social group, openness to new cultural features, etc. Based on the analysis of the research by scientists in the field of ethno-cultural interaction, our own definition of this concept has been formulated. Ethnocultural competence is defined as a multi-level construct of knowledge, skills and abilities in the field of ethnic and cultural diversity, aimed at developing intercultural understanding and acceptance of this ethnocultural diversity in oneself and others.

Regional educational environment as a factor in the formation ethno-cultural competence of students

There is a need to educate a person with an ethno-cultural and all-Russian civic identity in the conditions of multinational Russia. Awareness of one's own culture is the basis for understanding and comprehending the value of another culture. Therefore, one of the actual tasks of modern education is the formation of the ethno-cultural competence of students. The purpose of this work is to identify and substantiate the main parameters of the regional educational environment aimed at the formation of ethno-cultural competence of students. The study is based on the results of monitoring the conditions and features of the organization of ethno-cultural education in the Udmurt Republic. There were 2725 respondents, participants of ethno-cultural education relations. Methods of survey, observation, quantitative analysis, generalization of monitoring results were used by authors. The determining parameters of the regional educational environment are identified and substantiated. The ethno-cultural competence of students includes ethno-cultural knowledge, emotional formation of ethno-cultural and civic identity, ethno-cultural skills, and abilities. The study showed that the process of students’ ethno-cultural competence formation and development passes effectively provided that the ethno-cultural content of education is implemented at various levels of the regional educational environment: the education system of the republic, the culture of the people, the communicative spheres of language use. It is advisable to continue comprehensive work on improving the regional educational environment to improve the quality of ethno-cultural education.

ФОРМУВАННЯ ЕТНОКУЛЬТУРНОЇ КОМПЕТЕНТНОСТІ ЯК ОСНОВА ДУХОВНОГО РОЗВИТКУ ЗДОБУВАЧІВ ВИЩОЇ ОСВІТИ

The article reveals definitions and structural models of ethno-culture and ethno-cultural education. The formation of the ethno-cultural competence of the individual is considered. The conditions for the formation of ethno-cultural competence are revealed, its types (private, complex, integral) and levels (low, medium, high) are considered.

Ethnic Communities and the Formation of Ethno-Cultural Competence in the Educational Process (On the Example of Universities of the Federal Penitentiary Service of Russia)

Ethnic Communities and the Formation of Ethno-Cultural Competence in the Educational Process (On the Example of Universities of the Federal Penitentiary Service of Russia)